From services-centered to student-centered: A "Wellness Wheel" approach to developing the library as an integrative learning commons

Lisa Janicke Hinchliffe, Melissa Autumn Wong

Research output: Contribution to journalArticlepeer-review

Abstract

Under the information commons framework, libraries welcomed technologies that went beyond search and discovery to information use and creation, as well as presentation and performance, in the service of intellectual pursuits and inquiry. The learning commons model encompasses the information commons but takes as its focus the student, rather than the library environment and resources. The learning commons affords a more robust conception of student success, one that incorporates cognitive development and scholarly pursuits, but also other aspects of student growth and development as well as embracing the philosophy of integrative learning. The "Wellness Wheel" is often used as a framework for developing programming in student affairs units in higher education; it addresses a range of student learning needs from academic to social to occupational to emotional. By adopting and adapting this approach, libraries can respond to the full range of student needs. This approach also provides a foundation for shared understanding of purpose when forming partnerships for learning commons programming and services with other campus units or groups. This article will delineate an approach to the integrative learning commons grounded in the "wellness wheel" perspective that is innovative and transformative while also respectful of more traditional information commons and library services and resources.

Original languageEnglish (US)
Pages (from-to)213-224
Number of pages12
JournalCollege and Undergraduate Libraries
Volume17
Issue number2
DOIs
StatePublished - Apr 1 2010

Keywords

  • Holistic student development
  • Integrative learning
  • Learning commons
  • Wellness

ASJC Scopus subject areas

  • Education
  • Library and Information Sciences

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